4DI083 Specialpedagogik som kunskapsområde och forskningsfält II. Fastställd 2011-11-25

Litteraturlistan gäller fr.o.m. vecka 2 2012

Huvudgrupp 2

• Theorising special education, London, Routledge, 1998Obligatorisk*
• Thomas, Gary; Loxley, Andrew, Deconstructing special education and constructing inclusion, 2. ed., Maidenhead, Open University Press, 2007Obligatorisk*
• Björck-Åkesson, E; Grandlund, M; Simeonsson, M, Interdisciplinary Assessment Philosophies and Practices in Sweden. In M. J. Guralnick (ed.). Interdisciplinary Clinical Assessment for Young Children with Developmental Disabilities., Baltimore: Paul H. Brookes Publishing Co., 1998Obligatorisk* (pp. 391–411. 20 p.)
• Särskilt stöd i grundskolan: en sammanställning av senare års forskning och utvärdering, Rev. [utg.], Stockholm, Skolverket, 2011Obligatorisk*

485 s.

Huvudgrupp 3

Referenslitteratur:

Huvudgrupp 4

• Cambra, C; Silvestre, N (2003), Students with special educational needs in the inclusive classroom: social integration and self-concept.: European Journal of Special Needs Education, 18(2). (s. 197–208.)
• Giannopulu, I m.fl., Teachers' reporting of behavioural problems and cognitive-academic performances in children aged 5-7 years.: British Journal of Educational Psychology, 78 (s. 127–147.)
• Emanuelsson, Ingemar, Forskning inom det specialpedagogiska området: en kunskapsöversikt, Stockholm, Statens skolverk, 2001
• Simonsen, B m.fl., Evidence-based Practices in Classroom Management: Considerations for Research to Practice.: Education & Treatment of Children, 31(3) (s. 351–380.)
• Malecki, C. K.; Elliot, S. N., Children's social behaviors as predictors of academic achievement: a longitudinal analysis, Ingår i: School psychology quarterly: the official journal of the Division of School Psychology, American Psychological Association., vol. 17, nr. 1, 2002, s. 1–23
• Haug, Peder; Egelund, Niels; Persson, Bengt, Inkluderande pedagogik i skandinaviskt perspektiv, 1. uppl., Stockholm, Liber, 2006
• Berhanu, G., Even in Sweden Excluding the Included: Some reflections on the consequences of new policies on educational processes and outcomes, and equity in education., International Journal of Special Education, Vol. 25 No. 3, 2010 (pp. 148–159.)

* Obligatorisk